One approach to improving education is to restructure teaching to change teachers' roles. This article suggests that such changes should enhance five working conditions: support for teaching& collegiality, influence, recognition and advancement, and time. Five policies are then evaluated in terms of how well they facilitate these conditions and how feasible their implementation is. These policies are career ladders, site-based management, schools with learning communities, extended year or day, and school incentive programs. Tactics for implementation are also suggested.
Get full access to this article
View all access options for this article.
References
1.
Abbott v. Burke, NJ Office of Administrative Law, Docket No. EDU 558-85 (1988).
2.
Amsler, M.
, Mitchell, D., Nelson, L, & Timar, T. (1988).An evaluation ofthe Utah career ladder system. San Francisco: Far West Laboratory.
3.
Bacharach, S. B.
, & Conley, S. C. (1989). Uncertainty and decision making in teaching: Implications for managing line professionals. In T. J. Sergiovanni & J. H. Moore (Eds. Schooling for tomorrow (pp. 311-329). Boston: Allyn & Bacon.
4.
Bruno, J. E.
, & Doscher, M. L. (1981). Contributing to the harms of racial isolation: Analysis of requests for teacher transfers in a large urban school district. Educational Administration Quarterly, 17, 93-108.
5.
Carnegie Council on Adolescent Development
(1989). Turning points: Preparing American youth for the twenty-first century. New York: Carnegie Foundation.
6.
Carnegie Task Force on Teaching as a Profession
. (1986). A nation prepared: Teachers for the twenty-first century. New York: Carnegie Forum on Education and the Economy.
7.
Center for Public Interest Polling
. (1986). New Jersey public school teacher: A view of the profession: A report on teachers' assessment of job satisfaction, working conditions, polices and reforms in education. New Brunswick, NJ: Eagleton Institute of Politics.
8.
Clune, W. H.
, & White, P. A. (1988). School-based management: Institutional variation, implementation, and issues for further research. New Brunswick, NJ: Center for Policy Research in Education.
9.
Corbett, H. D.
, Dawson, J. A., & Firestone, W. A. (1984). School context and school change: Implications for effective planning. New York: Teachers College Press.
10.
Darling-Hammond, L
, & Berry, B. (1988). The evolution of teacher policy. Santa Monica, CA: RAND.
11.
Farber, B. A.
(1984). Teacher burnout: Assumptions, myths, and issues. Teachers College Record, 80, 321-338.
12.
Firestone, W. A.
, Fuhrman, S. H., & Kirst, M. W. (1989). The progress of reform: An appraisal of state education initiatives. New Brunswick, NJ: Center for Policy Research in Education.
13.
Firestone, W. A.
, & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis, 10, 285-300.
14.
Hansen, B. J.
, & Corcoran, T. B. (1989). Working in New Jersey schools: The conditions of teaching. Trenton, NJ: New Jersey School Boards Association.
15.
Holmes Group
. (1986). Tomorrow's schools. East Lansing, MI: Author.
16.
Johnson, S. M.
(1984). Merit pay for teachers: A poor prescription for reform. Harvard Educational Review, 54(2), 175-185.
17.
Johnson, S. M.
(1989). Schoolwork and its reform. In J. Hannaway & R. Crowson (Eds.), Politics of Education Association yearbook (pp. 95-112). London: Falmer.
18.
Lipsitz, J.
(1984). Successful schools for young adolescents. New Brunswick, NJ: Transaction Books.
19.
Little, J. W.
(1982). Norms of collegiality and ecperimentation: Workplace conditions of school success. American Educational Research Journal, 19, 325-340.
20.
Lortie, D. C.
(1975). Schoolteacher: A sociological analysis. Chicago: University of Chicago Press.
21.
Malen, B.
, & Hart, A. W. (1987). Career ladder reform: A multi-level analysis of initial efforts. Educational Evaluation and Policy Analysis, 9, 9-23.
22.
Metropolitan Life Insurance Co.
(1986). The American teacher 1986: Restructuring the profession. New York: Author.
23.
Miles, M. B.
(1981). Mapping the common properties of schools. In R. Lehming & M. Kane (Eds.), Improving schools: Using what we know (pp. 42-114). Beverly Hills, CA: Sage.
24.
Mowday, R. T.
, Porter, L. W., & Steers, R. M. (1982). Employee-organization linkages: The psychology of commitment absenteeism, and turnover. New York: Academic Press.
25.
Passow, A. H.
(1989). Present and future directions in school reform. In T. J. Sergiovanni & J. H. Moore (Eds.), Schooling for tomorrow (pp. 311-329). Boston: Allyn & Bacon.
26.
Peterson, D. J.
(1988). Description of five recognition programs. In E. A. Wynne (Ed.), Designating winners: Using evaluation in school recognition programs. Los Angeles: University of California, Center for the Study of Evaluation.
27.
Popkewitz, T. S.
, & Lind, K. (1989). Teacher incentives as reforms: Teachers' work and the changing control mechanism in education. Teachers College Record, 90, 575-594.
28.
Richards, C. R.
, & Shujaa, M. J. (1989, March). Collective action: The case of school incentives. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
29.
Rosenholtz, S. J.
(1989). Teachers' workplace: The social organization of schools. New York: Longman.
30.
Rossman, G. B.
, Corbett, H. D., & Firestone, W. A. (1988). Change and effectiveness in schools: A cultural perspective. Albany: State University of New York Press.
31.
Sizer, T. R.
(1984). Horace's compromise: The dilemma of the American high school. Boston Houghton Mifflin.
32.
Southern Regional Education Board
. (1990). Paying for performance-important questions and answers: The 1989 SREB career ladder clearinghouse report. Atlanta, GA: Author.
33.
Wehlage, G.
, Stone, C., Lesteo, N., Nawman, G., & Page, R. (1982). Effective programs for the marginal high school students: A report to the Wisconsin Governor's Employment and Training Office. Madison: University of Wisconsin-Madison, Wisconsin Center for Education Research.
